Experiencia profesional, capital psicológico y engagement. Su relación con el burnout en docentes universitarios

Mesurado, Belén; Laudadío, Julieta

doi:10.20511/pyr2019.v7n3.327

Cited by 22 publications

(17 citation statements)

References 11 publications

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“…Developing teachers' abilities to cope with negative affect and emotional exhaustion is key in an academic context, as it has a meaningful effect on learning processes in the classroom setting and plays a significant role in fostering students' learning engagement [77,[98][99][100][101][102]. It also plays a protective role among teachers, increasing the quality and health of teachers' psychosocial environment and working life [103][104][105][106].…”

Section: Ei For Educational Developmentmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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Section: Ei For Educational Developmentmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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“…Those professional sectors that require greater emotional and social involvement are the most affected by the changes occurring in society requiring greater responsibility in their professional work [18,19]. For this reason, one of the sectors most affected by the burnout phenomenon is education [20], whose professionals are subjected to constant changes in the curriculum, overwork, loss of professional recognition, scarce autonomy to develop their functions, among other factors [5,[21][22][23][24]. As a consequence, the teaching role is immersed in the ideal conditions to develop the syndrome [25,26].…”

Section: Introduction 1burnout Syndromementioning

confidence: 99%

“…The way in which emotions are managed will be related to a higher probability of occurrence of the syndrome [27]. The interactions between teachers and students should also be highlighted as they are an essential part of daily teaching work [22]. At this point it should be considered that not only do teachers have to perform their work within the classroom effectively, but they also have to face problematic situations, disruptive behaviors, and emotional conflicts with their students, becoming key and vitally important factors in the occurrence of burnout [28].…”

Section: Introduction 1burnout Syndromementioning

confidence: 99%

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

2021

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Emotional exhaustion, cynicism, and work inefficiency are three dimensions that define burnout syndrome among teachers. On another note, resilience can be understood as the ability to adapt to the environment and overcome adverse situations. In addition, COVID-19 has provided a threatening environment that has led to the implementation of resilience strategies to struggle with burnout and cope with the virus. The aim of this study was to analyze the relationship between resilience, burnout dimensions, and variables associated with COVID-19 through the design of an artificial neural network architecture. For this purpose, the Maslach Burnout Inventory-General Survey (MBI-GS), the Brief Resilience Coping Scale (BRCS), and a questionnaire on stress towards COVID-19 were administered to 419 teachers from secondary schools in southeastern Spain (292 females; 69.7%). The results showed that 30.8% suffered from burnout (high emotional exhaustion, high cynicism, and low professional efficacy) and that 38.7% had a high level of resilience, with an inverse relationship between both constructs. Likewise, we modelled an ANN able to predict burnout syndrome among 97.4% of teachers based on its dimensions, resilience, sociodemographic variables, and the stress generated by COVID-19. Our conclusions shed some light on the efficacy of relying on artificial intelligence in the educational field to predict the psychological situation of teachers and take early action.

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“…En la adaptación para el Perú, en docentes de 24 a 69 años, Flores et al (Flores et al, 2015), realizan una comparación entre la escala UWES 15 y la escala UWES 9, la cual se diferencia por el número de ítems, donde se obtiene resultados positivos en la escala UWES 15 con un alfa de Cronbach de 0.79 para vigor, 0.82 para dedicación y 0.66 para absorción, detallando como una prueba apta para identificar el nivel de entusiasmo o compromiso laboral de los docentes, prueba también usada en recientes investigaciones en américa latina por (Circular HR, 2019;Mesurado y Laudadío, 2019;Pujol, 2018;Pujol y Lazzaro, 2018;Villa, Moreno, Rodríguez y Sans, 2019), la misma con valores positivos y similares de confiabilidad.…”

Section: Entusiasmo Por El Trabajo (Escala Uwes)unclassified

Entusiasmo por el trabajo y competencias digitales en docentes

Gonzales

Romero

Pacovilca

2020

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Esta investigación tiene como objetivo principal, relacionar el entusiasmo por el trabajo y las competencias digitales en docentes de nivel inicial y primaria, en el contexto del Covid 19 y su importancia de implementar las competencias digitales en esta nueva normalidad digital, donde el papel del entusiasmo influye en las decisiones más importantes hoy en día. Para la obtención de resultados se evaluó a 103 docentes de diversos colegios ubicados en Lima: Perú, pertenecientes a una entidad religiosa – privada, aplicando las escalas de evaluación UWES 15 para la variable de entusiasmo por el trabajo y la ECDA para medir las competencias digitales. Los resultados nos revelaron que existe una relación positiva de nivel bajo entre el entusiasmo por el trabajo y las competencias digitales en docentes (rho = 0,201 p= 0,042 < 0,05). Por lo tanto, se concluyó que los docentes que tengan mayor entusiasmo laboral, obtendrán mejores competencias digitales.

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Experiencia profesional, capital psicológico y engagement. Su relación con el burnout en docentes universitarios

Cited by 22 publications

References 11 publications

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Burnout, Resilience, and COVID-19 among Teachers: Predictive Capacity of an Artificial Neural Network

Entusiasmo por el trabajo y competencias digitales en docentes

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